dc.contributor.advisor | McCarther, Shirley Marie | |
dc.contributor.author | Fitzgibbons, Diane | |
dc.date.issued | 2018 | |
dc.date.submitted | 2018 Spring | |
dc.description | Title from PDF of title page viewed June 29, 2018 | |
dc.description | Dissertation advisor: S. Marie McCarther | |
dc.description | Vita | |
dc.description | Includes bibliographical references (pages 169-199) | |
dc.description | Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2018 | |
dc.description.abstract | The purpose of this study was to examine the relationship between science curricular
treatment and achievement in middle school. A repeated-measures ANOVA applied to
standardized test score data from students, n = 3,135, determined relative growth from 5th to
8th grade. Findings show achievement scores from schools offering a choice of advanced
and regular science was slightly higher. Gender played no significant role. Race was a
significant factor in all scenarios as was free/reduced lunch status. Results showed no
significant relationship between the type of science class and the category assigned by
standardized achievement scores, and that curricular differentiation may not be the most
effective way to enhance science education. Grit may have more impact on achievement
than curriculum treatments. | eng |
dc.description.tableofcontents | Introduction -- Literature review -- Methodology -- Analysis of data and results -- Discussion -- Appendix A. Types of Instructional Differentiation -- Appendix B. Types of Research Methods Mentioned in Literature Review -- Appendix C. Research Articles for Literature Review | |
dc.format.extent | xiii, 205 pages | |
dc.identifier.uri | https://hdl.handle.net/10355/64356 | |
dc.publisher | University of Missouri--Kansas City | eng |
dc.subject.lcsh | Science -- Study and teaching | |
dc.subject.lcsh | Middle school education -- Curricula | |
dc.subject.other | Thesis -- University of Missouri--Kansas City -- Education | |
dc.title | Advanced versus Regular: The Relationship between Student Achievement in Science and Curricular Choice | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Education (UMKC) | |
thesis.degree.grantor | University of Missouri--Kansas City | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Ed.D. | |